Competency 3

Communicate Knowledge

Sub-competency 3.1 Communicates effectively in oral and written formats

Sub-competency 3.2 Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy

While there are many artifacts that could be used to illustrate effective oral and written formats, I’ve chosen to use two samples that came about tangentially from my experience within EDCI 566.  The first is a video that was created to show fellow teachers how to create “burrito” batteries, in essence a simplified aluminum-air battery.  The video narrative provides a walkthrough of the process of making the materials needed for the creation of the conductive electrolyte dough used in the assembly of the batteries.  In conjunction with this video, I am also submitting my lab activity and plan, which is designed to be utilized by fellow chemistry teachers when teaching about electrochemistry and related concepts.  These artifacts were designed shortly after my original digital storytelling video in 566, and represented an increased comfort level with using integrated video as a means to enhance communication.  The lab and corresponding plan were designed to be easily adaptable by the instructor based upon desired learning outcomes, be they more content or inquiry-focused.  In addition to the videos and activity plan, I also assembled an electrochemical cell eBook, utilizing the excellent open-source CK-12 chemistry material, and integrating the burrito battery content within the text.

Sub-competency 3.3 Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners

The lab activity that was designed to integrate the burrito battery with electrochemical principles came about from a desire to simplify the construction of a galvanic cell, allowing students more freedom to explore, and for instructors to modify the lab to the needs of their students.  This activity has scaffolded components, as well as more open ended options to allow for tailoring to the needs of a specific class.  Specifically, the lab is designed to be tailored to the individual classroom of learners.  If the course is taught from a strictly conceptual standpoint, then learners can construct the electrochemical cells, measure the voltage, and compare to the standard reduction potentials.  However, if the course is inquiry-driven, the lab component can be much more open-ended, with students investigating means by which to optimize the current and voltage produced by the cell.  These adaptations are mentioned in the lesson plan, which is provided to instructors who download the activity, as well as within the analyzing section of the lab activity itself.

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